for Public Child Welfarein California

MSWCurriculum

Competencies

Published byCalifornia Social Work Education Center (CalSWEC)

University of California, BerkeleySchool of Social Welfare

Marchant Building, Suite 4206701 San Pablo

Berkeley, CA 94720-7420http://calswec.berkeley.edu

Copyright 2008 bythe Regents of the University of California

Introduction

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The Curriculum Competencies for Public ChildWelfare in California were formulated in 1991 froma number of primary MSW competency sources 1 aswell as sets of child welfare field placement and in-service training competencies used within the state.The California competencies were designed not torecapitulate the full MSW generalist social workcurriculum but to provide the foundation for acompetency-based curriculum for graduate studentsin the public child welfare specialization.

In addition to drafting the initial competencieswith the assistance of a statewide advisory group,the California Social Work Education Center(CalSWEC) convened a forum of 100 stakeholdersrepresenting the state’s Department of SocialServices, university social work faculty, countysocial service departments, and non-profit childwelfare organizations. Their task was to identifyspecific curriculum elements for the childwelfare specialization as well as a public childwelfare research base that could be translatedinto new, empirically based curricula with childwelfare content.

After the initial formulation in 1991, the compe-tencies have been revised periodically to reflectcurrent practice. A major revision, completed inAugust 2002, marked the culmination of a revisionprocess initiated by the CalSWEC Board of Direc-tors’ Curriculum Committee and Title IV-E ProjectCoordinators from participating graduate schoolsof social work throughout the state. The resultingcomprehensive draft included the suggestions ofhuman services stakeholders throughout Californiawho participated in statewide focus groups. Aworkgroup, drawn from the Project Coordinators

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and Curriculum Committee members, then metseveral times to refine the draft.

In undertaking revisions, the goal is to integratethe educational guidelines and accreditationstandards set forth by the Council on Social WorkEducation, while preserving the essential elements,general sequence, and usefulness of the priorversion. An additional goal is to render the compe-tencies more readily usable by MSW students andfaculty in classroom and field. The 2007 revision,also the product of an inclusive statewide process,continues the tradition of refining and clarifying thecompetencies while reflecting current practiceemphases. These emphases include knowledge andappropriate use of research evidence, increasingcultural competence, equitable access to resources,and enhancing professionalism in the work force.

As in the previous version, the current formula-tion divides the competencies into Foundation andAdvanced categories, which correspond roughly tothe first and second years of the MSW program.CalSWEC educational competencies continue to bewoven into training models for ongoing profes-sional development in California’s Regional ChildWelfare Training Academies. For example, compe-tencies and learning objectives derived from the in-service Common Core Curricula for California wereexplicitly included in the 2007 revision process tofacilitate development of a consistent learningcontinuum linked to in-service training as well as tosocial work education.

1 Rycus, J.S., & Hughes, R.C. (1994). Child WelfareCompetencies: Promoting Family Centered, CulturallyRelevant, and Interdisciplinary Child Welfare Practice andTraining. Columbus, Ohio: Institute for Human Services.

California Child Welfare CurriculumPrinciples

Foundation Competencies(First Year)

I. Ethnic Sensitive and MulticulturalPractice

III. Core Child Welfare Practice

V. Human Behavior and the SocialEnvironment

VII. Workplace Management

Advanced Competencies

(Second Year)

II. Culturally Competent Child WelfarePractice

IV. Advanced Child Welfare Practice

VI. Human Behavior and the Child WelfareEnvironment

VIII. Child Welfare Policy, Planning, andAdministration

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1. The goal of child welfare is to promotethehealth and safety of children and theirdevelopment toward a positive, produc-tive adulthood.

2. Every child has a right to a permanenthome for his or her care and upbringing.

3. A caring family is the best and least restric-tive environment for raising children.

4. A wide range of parenting practices,varying as a result of ethnic, cultural,community, and familial differences, canprovide adequate care for children.

5. In the circumstances of danger to a child,the state has a right to intervene in familyaffairs to protect the child. In such circum-stances the safety of the child takesprecedence over the rights of the parents.

6. Every reasonable effort should be made topreserve and strengthen a child’s existingfamily before an alternative placementis considered.

7. Services must be available, accessible,timely, and effective.

California Child WelfareCurriculum Principles

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I. Ethnic Sensitive andMulticultural PracticeFoundation Competencies

A working knowledge of and sensitivity to thedynamics of ethnic and cultural differencesare at the core of child welfare services. Culturallycompetent practice acknowledges that anindividual’s culture is an integral part of overalldevelopment and selfhood and strives to use con-cepts of culture in a manner that enhances indi-vidual and family functioning. Given the increas-ingly diverse service population, cultural compe-tency and understanding of the cultural norms ofCalifornia’s major ethnic groups should be acriterion for competent performance throughout thecurriculum. This section includes foundationknowledge, values, and skills for culturally compe-tent child welfare practice.

Assessment and referral

1.1 Student demonstrates respect, fairness, andcultural competence in assessing, working with,and making service decisions regarding clientsof diverse backgrounds.

1.2 Student demonstrates self-awareness and theability to address and overcome personal biasin assessing and working with clients ofdiverse backgrounds.

1.3 Student demonstrates the ability to conductan ethnically and culturally competentassessment of a child and family and todevelop an effective intervention plan.

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1.4 Student recognizes personal knowledgelimitations regarding specific groups and seeksconsultation and expertise as needed to assessand work effectively with clients.

Family engagement and case plan development

1.5 Student understands the importance of a client’sprimary language and supports its use inproviding child welfare assessment andintervention services.

1.6 Student understands the influence and valueof traditional, culturally based childrearingpractices and uses this knowledge in work-ing with families.

II. Culturally CompetentChild Welfare PracticeAdvanced Competencies

This section builds upon the skills developedtowards cultural competence in the foundation. Acomprehensive understanding of the cultural normsand values of California’s major ethnic, cultural,and immigrant groups is critical in order to makeappropriate assessments and to work effectivelywith members of these groups. Advanced culturallycompetent practice requires knowledge of thespecific challenges faced by different ethnic andcultural populations and the ability to applythat knowledge in legal, social, and psycho-social contexts.

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Case management, placement, and supervision

2.1 Student demonstrates knowledge of legal,socioeconomic, and psychosocial issues facingimmigrants, refugees, and minority groups andis able to devise culturally competent andeffective interventions.

2.2 Student is able to critically evaluate therelevance of commonly utilized assessmentcriteria and intervention models in terms oftheir usefulness with diverse ethnic andcultural populations.

2.3 Student demonstrates knowledge of therationale for and requirements of the IndianChild Welfare Act and applies its provisions inworking with tribal representatives and families.

2.4 Student demonstrates knowledge of therationale for and requirements of the Multi-ethnic Placement Act and applies its provisionsin working with families.

Policy and participation in judicial process

2.5 Student demonstrates the ability to collaboratewith individuals, groups, community-basedorganizations and government agencies toadvocate for equitable access to culturallycompetent resources and services.

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III. Core Child Welfare PracticeFoundation Competencies

This category includes the basic knowledge andskills for practice of social work in any setting, withemphasis on child welfare practice. Content in thisfoundation category covers interviewing, assess-ment, and intervention, with special attention toproblems and concerns related to child protectionand family preservation. Students learn to apply astrengths perspective in an environmental contextand to work collaboratively. At this level, studentsare able to evaluate child and family informationand to take appropriate steps toward permanencyplanning. In addition, students demonstrate theprofessional use of self within the values and ethicsof social work practice.

Assessment and referral

3.1 Student is able to practice basic principles andtechniques of interviewing children and familiesfor purposes of assessment, intervention, andservice planning.

3.2 Student demonstrates the ability to perform apreliminary safety assessment and to monitor thesafety of the child through ongoing assessmentof risk.

3.3 Student is able to identify the major family,health, and social factors contributing tochild abuse and neglect, as well as positivefactors that act to preserve the family and protectthe child.

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3.4 Student recognizes and accurately identifies thephysical and behavioral indicators ofabuse, family violence, and neglect, and canassess the dynamics underlying these behaviors.

3.5 Student demonstrates an understanding of basicchild development and how developmental levelaffects a child’s perception of events, copingstrategies, and physical and psychologicalresponses to stress and trauma.

3.6 Integrating knowledge of individual, family, andcultural dynamics, the student can recognizesigns and symptoms of substance abuse inchildren and adults and assess its impact.

3.7 Student is able to gather, assess, and presentpertinent information from interviews, caserecords, and collateral sources in evaluating anabuse or neglect allegation and making effectivereferrals for services or further evaluation.

Family engagement and case plan development

3.8 Student demonstrates the ability to respectfullyrelate to, engage, and assess family membersfrom a strengths-based “person in environ-ment” perspective, and to develop and imple-ment a case plan based on this assessment.

3.9 Student demonstrates the ability to engageand work with involuntary clients in amanner that includes the exercise of clientself-determination.

3.10 Student understands how attachment, separ-ation, and placement affect a child and familyand how these experiences may influence achild’s physical, cognitive, social andemotional development.

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3.11 Student recognizes the importance of workingwith biological families, foster families, and kinnetworks, as well as involving them in assess-ment and planning. strategies.

3.12 Student understands the inherent powerdifferential in working with clients and caneffectively manage and balance that power.

3.13 Student demonstrates the ability and self-awareness to assess his or her own valueconflicts or emotional responses to clients, co-workers, and situations and seeks consultationwhen needed.

Case management, placement, and supervision

3.14 Student understands the principles of con-current and permanency planning that takesinto account the educational, health, andemotional needs of children.

3.15 Student is aware of forms and mechanisms ofoppression and discrimination pertaining tolow-income, non-traditional, and culturallydiverse families and uses this knowledge toprovide equitable and effective childwelfare services.

3.16 Student demonstrates knowledge and under-standing of the termination process, withclients and with systems.

Policy and participation in judicial process

3.17 Student understands the value base of theprofession and its ethical standards andprinciples, and practices accordingly.

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3.18 Student understands the dual responsibility ofthe child welfare social worker to protectchildren and to provide services that supportfamilies as caregivers.

3.19 Student understands state and federal policyissues and child welfare legal requirements anddemonstrates the capacity to fulfill theserequirements in practice.

3.20 Student understands child welfare legal processand the roles of social workers and otherprofessionals in relation to the courts.

IV. Advanced Child Welfare PracticeAdvanced Competencies

The practice competency expected in theadvanced year addresses the complexity of childprotection, special needs, family maintenance, courtprocedures, and legal requirements. The studentbuilds upon foundation practice and developsknowledge of federal and state child welfare policy.

Assessment and referral

4.1 Student demonstrates skill in interviewingchildren and families for assessment, serviceplanning, intervention, and forensic purposes.

Case plan development and case management

4.2 Student demonstrates the ability andknowledge both to utilize pre-placementpreventive services, and to construct a sup-portive system for clients that may include

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collaboration with multiple agenciesand disciplines.

4.3 Student works collaboratively with biologicalfamilies, foster families, and kin networks,involving them in assessment and planning andhelping them access services and developcoping strategies.

4.4 Student demonstrates the ability to identifyservice/treatment plan requirements and toconstruct measurable objectives for theservice plan.

4.5 Student demonstrates the ability to recognizeabuse occurring in out-of-home placements andto take corrective action to protect children.

4.6 Student demonstrates knowledge of after-careservices and skill in developing independentliving plans with foster youth.

Policy and participation in judicial process

4.7 Student demonstrates knowledge of thephilosophy, purpose, requirements, andapplication of federal and state child welfarepolicy and legislation.

4.8 Student understands the requirements foreffectively serving and making decisionsregarding children with special needs, includingthe balancing of parental and child rights.

4.9 Student demonstrates the ability to preparewritten reports for court that are clear, concise,pertinent, and objective.

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V. Human Behavior and theSocial EnvironmentFoundation Competencies

The competencies in this section concern thestages of child and adolescent development, and themultiple socioeconomic factors influencing thatdevelopment. The knowledge acquired regardinghuman developmental processes provides a founda-tion for assessment and intervention.

Assessment and referral, case plan development,and case management

5.1 Student demonstrates understanding of childand youth development, including physical,cognitive, social, and emotional components,and can recognize developmental indicators ofabuse or neglect.

5.2 Student demonstrates understanding of theprimary stages and processes of adult develop-ment and family life.

5.3 Student demonstrates understanding of thepotential effects of poverty, bias, inequity, andother forms of oppression on human behaviorand social systems.

5.4 Student demonstrates understanding of theinfluence of culture on human behavior andfamily dynamics.

5.5 Student demonstrates understanding of howthe strengths perspective and empowermentapproaches can positively influence growth,development, and behavior change.

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VI. Human Behavior andthe Child Welfare EnvironmentAdvanced Competencies

These competencies address advanced under-standing of human behavior in the complexity ofsituations addressed in child welfare practice,including poverty, teen sexuality, violence, trauma,and suicide. At this advanced level, the studentdemonstrates the capacity to apply theories ofhuman behavior in developing intervention plans.

Assessment and referral, case plan development,and case management

6.1 Student demonstrates the ability to assess theeffects of family transitions and thepotential impact of becoming a client of thechild welfare system.

6.2 Student can apply theories of human develop-ment and attachment in creating and managingeffective case plans with clients.

6.3 Student demonstrates the ability to recognize,assess, and devise case plans and referrals toaddress potential for violence, suicide, andcomplex psychological difficulties.

6.4 Student demonstrates understanding of thedynamics and effects of trauma resultingfrom family conflict, divorce, and family orcommunity violence.

6.5 Student demonstrates understanding ofthe dynamics of human sexuality andgender identity.

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VII. Workplace Management Foundation Competencies

This section contains a group of competenciesconcerning important aspects of agency practice.The competencies address internal relations,organizational requirements, and interdisciplinaryand community collaboration. In this foundationcompetency, the student has acquired strategies forself-care and safety on the job.

Assessment

7.1 Student is able to identify the strengths andlimitations of an organization, includingits cultural competence and commitment tohuman diversity, and can assess the effectsof these factors on services for childrenand families.

7.2 Student understands client and systemproblems and strengths from the perspectivesof participants in a multidisciplinary team andcan effectively integrate the positive contribu-tions of each member.

Case management and supervision

7.3 Student is able to plan, prioritize, and effec-tively complete activities and tasks withinrequired time frames.

7.4 Student is aware of organizational risk manage-ment issues and is able to prevent orresolve potentially harmful situations.

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7.5 Student is able to work respectfully and effec-tively with clients and agency personnelin an environment characterized byhuman diversity.

7.6 Student is aware of potential work-relatedstress factors and is able to develop andadvocate for self-care and other strategies toreduce their effects.

Policy, data collection, and planning

7.7 Student understands the need to negotiate andadvocate for the development of resources thatchildren and families require to meet family andservice goals.

7.8 Student understands the purpose of outcomemeasurement and is able to seek client,organization, and community feedback forpurposes of monitoring practice, service refine-ment, and outcome evaluation.

7.9 Student is able to utilize collaborative skills andtechniques to enhance service quality inorganizational settings.

VIII. Child Welfare Policy, Planning,and AdministrationAdvanced Competencies

These competencies build upon basic knowledgeof the work environment to include a broaderunderstanding of policies that affect the delivery ofchild welfare services. Competencies extend to an

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understanding of management, political processes,research, and technology, as well as other strategiesto enhance organizational effectiveness. The sectionincludes knowledge of funding streams for variousservices, and planning for service improvement.

Case management and planning

8.1 Student understands how professional values,ethics, and standards influence decision-making and planning in public childwelfare practice.

8.2 Student demonstrates the ability to negotiateand advocate for the development of resourcesthat children and families need to meet personaland administrative goals.

8.3 Student understands basic principles ofcontracting for services in public child welfare.

Supervision

8.4 Student demonstrates a beginning understand-ing of the roles/responsibilities of a leader/manager to plan and develop systems thatenhance staff diversity and alleviate racial andethnic disproportionality in the child welfareservice population.

8.5 Student understands how leader/managers usethe collaborative process for the purposeof planning, formulating policy, and imple-menting services.

8.6 Student demonstrates knowledge of howorganizational structure, climate, and cultureaffect service effectiveness, worker product-ivity, and morale.

Policy, data collection, planning, and participationin judicial process

8.7 Student understands how political activitiesand regulatory, legislative, and judicialprocesses at local, state, and national levelsinfluence agency policies, procedures,and programs.

8.8 Student demonstrates basic knowledge ofvarious federal, state, and local child welfarefunding sources and their influence on agencypolicy, objectives, and service delivery.

8.9 Student is able to identify agency andlegislative policies and procedures thatmay negatively affect child well being andthe success of permanency andfamily reunification.

8.10 Student understands how to use information,technology, and evidence-based research toevaluate and improve policy, practice, andprogram effectiveness.

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The California Social Work Education Center(CalSWEC) is a partnership between theschools of social work, public human serviceagencies, and other related professionalorganizations that facilitates the integration ofeducation and practice to assure effective,culturally competent service delivery to thepeople of California.

— CalSWEC Mission Statement, 2001

Created in 1990, CalSWEC is the nation’slargest state coalition of social work educatorsand practitioners.